Self-Introduction
* S level: Elementary
* Time: 30 minutes
Today I start teaching a Speaking class. This is the first level of the Communication series, and the students have already gone some weeks through the course. One day ago, I already contacted the manager of the school to get a copy of the teaching materials, but I got nothing other than the time and venue. What would I teach? They said I would be working with a foreigner for half an hour, and then continued the class about a topic that would be provided when I met her. That sounded much like a pack of instant noodle…
Anyway, I manage to get to the school half an hour early just to find myself waiting for the foreigner. Five minutes before class time, she arrives. Just like I have expected, she is not professionally a teacher, and her accent is far from acceptably comprehensive. Whatever it is, we greet each other and I involve her quickly in the topic so that we can have a plan for the team teaching. For the 30 minutes working together, I suggest 10 minutes for short warming up and choosing an English name for each of them (group work). After that, I sketch a self introduction on the board and we take turns to make a demo to show them how to introduce themselves. The last 15 minutes is for them to introduce in their groups and we facilitate their communication. After that I let them have a break before continuing the lesson.
* I did respect the partner and did not try to show off in any sense. In that way, she cooperated with me very harmoniously and the lesson went smoothly without any problems (which is good for me). Later on, she may have good words for me (also good for me).
* I employed the partner’s foreign accent by asking her to make the introduction demo. Anyway, that was supposed to be her strength.
* She would now and then walk into my class, so I should behave properly later on.
The class resume with group work for discussing personal information. The students get involved in the questions; some particular people actually had quite good knowledge of English already. Ten minutes before ending, I stop group work and give them general feedback. I remind them that speaking English is all about communicating, so they must always speak slowly and clearly in a way that other people can understand them. I give them a homework: they write a list of vocabulary and attach it to somewhere most visible so that they can see the list very often. That should increase the repetition needed to master the list.
Bui Chi Thuan said:
I notice that a frame or an outline is always helpful for introduction, particulary in lower levels. This activity is first use in a Ele Speaking class.